DOCUMENT RESUME

ED 236 814 EC 160 832

TITLE Hand-In-Hand: Parents and Educators Building a

Partnership.

INSTITUTION Maryl#nd State Dept. of Education, Baltimore. Office

of Sp4cial Education.

SPONS AGENCY Office of Special Education and Rehabilitative

Services (ED), Washington,. DC.

PUB DATE 83

CONTRACT 300-80-0718

NOTE 47p.; The document was developed with the assistance

of the Mid-Atlantic Regional Resource Center,

PUB TYPE Guides - Non-Classroom Use (055)

EDRS PRICE MF01/P002 Plus Postage.

DESCRIPTORS *Disabilities; Elementary Secondary Education;

Federal Legislation; Individualized Education

Programs; Parent Materials; *Parent Participation;

*Parent Role; Parent School Relationship; *Special

Education; Student Evaluation; Student Placement

IDENTIFIERS *Maryland

ABSTRACT

Intended to help parents of handicapped children when

they meet in partnership with public school staff to"aiscuss their

child's educational needs, the handbook presents an overview of

federal and Maryland state legislation regarding children with

handicaps and summarizes the'special education process. The initial

section, on building a partnership, explains the scope of relevant

legislation, provides a rationale for parent participation, and

describes ways in which parents can become involved (as home

teachers, information specialists, case managers, and advocates).

Section II, on the special education process, discusses what parents

should know about evaluation, the individualized education program

(IEP), placement, the instructional program, and IEP review and

reevaluation. Nearly half the document is made up of appended

material, including a parents' educational dictionary and a list of

state and national resources for parents. A sample IEP is included.

(CL)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made - * from the original document. ***********************************************************************
U S DEPARTMENT OF EDUCATION

NATIONAL INSTITUTE OF EDUCATION

ED.), ACO NAI, RE `JURCES INIORMATION

( ENTER tERC

his re Lp odt, ed as

ft k ,1 t, 11 1, ti0 111 1A1i3 ony 111111 r

, r t tt, are o ,i1prov,

roprodki, tit I Points it oww r r OVE,10,1 stated t tnis dos, mint do n1 t te, essdniv ,opresen. off ual NIE

position or policy
MARYLAND STATE BOARD OF EDUCATION

Members of the Board

Joanne T. Goldsmith

President

G. George Asaki

Vice President

May B. Bolt

Mary Elizabeth Ellis

Herbert L Fishpaw

Verna M. Fletcher

Rosetta Kerr

Albertine T. Lancaster

Frederick K. Schoibrodt

District Heights

Pasadena

Frostburg

Salisbury

Towson

Silver Spring

Baltimore

California

Ellicott City

SECRETARY-TREASURER OF THE BOARD

AND StATE SUPERINTENDENT OF SCHOOLS

David W. Hornbeck

DEPUTY STATE S

Joseph L Shilling

ASSISTANT STATE SUPERINTENDENT

DIVISION OF SPECIAL EDUCATION

Martha J. Irvin

ERINT NDENT OF SCHOOLS

The Maryland State Department of Education

basis of race, color, sex, age, national origin, re

tion in matters affecting employment or in provid

inquiries related to departmental policy, contact

Opportunity.

Year Term Ends

1985

1987

1984

1983

1987

1984

1986

1986

1985

not discriminate on the

or handicapping condis to programs. For

Office. of Equr.-.1
Preface

One of the most important rights that parents of handicapped children have

is the right to be involved with the public schools in making education.

decisions about their children. This right is protected in both federal and

Maryland law.

This handbook was prepared to assist parents of handicapped children when

they meet in partnership with public school staff to discuss thel? child's educational needs. The handbook reviewsome of the more.important aspects of

federal and state law and describes the roles that parents can take when they

meet with public school personnel. The handbook also reviews the special

education process, from the child's initial evaluation, development of the individualized Education Program (IEP) and placement, through the child's reevaluation. Finally, the handbook contains a list of definitions for words commonly

used by educators and a list of agencies parents may wish to contact for

further information and assistance.

S

C,

4
Table of Contents

I. Building a Partnership 1

What the Laws Mean 3

Why Parents Need to Participate 4

How Parents Participate 5

Parental Roles In Education f 7

H. The Special Education Process

Evaluatign 12

The Individuallzed Education Program 14

Placement c 17

The instructional Program 20

lEP ReView and Reevaluation - , 21

Appendices

A. Parents' Educational Dictionary 23

S. Parents' Guide to Resoirces 31

C. A SamplelEP 43
Before You Begin ... Key Terms (more definitions ne In Appendix A)

P.L 94-142 - A law passed by Congress in 1975 which guarantees

the right to a free, appropriate public education for

all handicapped childten.

14aw 13A.05.01 - Maryland's special education bylaw, which insures

the provision of free and appropriate public education programs and related services for all handicapped children in Maryland (COMAR 13A.05.01).

Special Education - instruction provided at no cost to parents, specially

designed to meet the unique needs of a handicapped

child.

Handicapped Children - Includes those ch ildren/birth through 20) who have

peen determined through appropriate assessment as

having temporary or long term special education

needs arising from cognitive, emotional or physical

factors, or any coMbination of these.

a

IEP Individualized Education Program, required by Public

Law 94442 and Maryland Bylaw 13A.05.01, which

describes the special education needs of the child

and the services to be provided to meet those needs.

1

6
L-...

3 I. Building a Partnership

0

L..

IP.

Y

-7'

a

3
What the Laws Mean ...

-Federal and State Laws

In 1975 Congress passed legislation-for handicapped children because parents and

parent groups stra slily supported and Initiated efforts to improve the availability and

quality of schooling for their handicapped children. Today, over-four million children

benefit frorr. that is... In 1978 the Maryland Special Education Bylaw (13A.05.01) was

passed which enhanced existing state and federal laws. It describes how the educational laws of Maryland will be implemented.

In Maryland, public schools must provide education for all handicapped children

ages 0 through 20.9 4

,ublic schools provide education to handicapped children at no cost to families.

Public schools provide education appropriate to the needs of the Individual child.

Public schools Inform parents of their right to participate In making decisions and in

developing the educational program for their handicapped child.

Parents have the right to have their child's educational needs met by the public

schools.

Parents will be asked to discuss their child's education with the school and can

request a due process hearing if they feel the child's current education needs are not

being met by the public school.

"Good news for the handicapped"

3

8

a
o

Why Parents Need to Participate 0

One of the most import?Int features of special education programs is parent

participation. This booklet is intended to help parents know what they need to

know in order to take an active part in their child's education.

Parents are their child's first teachers and they know more about their child than

anyone else.

Parents often have questions, concerns, suggestions, and years of experience with

the child to share with educators.

When parents learn more about their child and the kinds of help the child will need,

they can be better decision-makers riow and as the child comes to the e. ,_ f his

-7 school years.

Educators can share information about teaching and know more about the child's

educational st. angths and needs. This inforMatIon can help parents plan pr the

future. a . The child benefits most when parents and educators work together.

"Parents and educatorswe're a team"

4 9

...,,g,-..,....f..r-.4.-L.67a

4),
How Parents participate

Parents wiH assume different roles as they becomo involved In their child's

education. You are doing many of these activities already. This involvement is

an ongoing process and these different roles overlap.

Tents as Home Teachers

The most natural role parents play is that of thehome teacher. Parents teach children

how to do daily tasks, feeding, clothing, etc.

Parents as home teachers help the education process by

providing a comfortable, safe environment, consistent feedback and support for

healthy, emoti ",nal development;

serving as a model for and guiding appropriate behavior,

making the most of the natural enyironmentty listening and talking to the child In a

manner that reinforces skills taught hi school.

Parents as information Specialists

As part of the team, parents act as information specialists. An Information specialist

observes carefully and gathers knowledge about the child's development and needs. As

information specialists, parents continually ask questions and share answers with

professionals concqming:

the rights of parents and children;

what services can be expected from schools and professionals, and how they evaluate and treat children;

their child's development, potential problems, successes and needs.

Parents as Case Managers

Parents also act as case managers. After gathering Important information the case

manager is well prepared to participate in the process by:

Qadicipating in meetings tc deveio r the special education and learning goals of the

child;

making informed decisions regarding assessment, goals, and placement;

. coordinating all the informatiori received into a case file.

Parents As Advocates

A fourth role parents play is that of child advocate. A child advocate understands the

law and school policy and stays in touch with key people to make sure agreements are

carried out. A child advocate helps by:

knowing the child's needs to be sure they are being served;

taking part in policy making meetings (school board or PTA meetings), and advisory

committees;

talking to friends, neighbors, community workers, and other parents.
These are the roles that haveAvervdiscussed: informition

Specialist, Home Teacher, Cate thanager, Child Advocate.

As an Information Specialist, the parent asks questions to

gather and share important knowledge about the child,

the services and educational rights and responsibilities.

As a Home Teacher, the parent serves as a model for

appropriate behavior, and provides a healthy, supportive

environment. . As a Case Manager, the parent: participates in the-log

educational process by making informed decisions,

participating in meetings, and coordinating all

information.

Ai a Child Advocate, the parent assures that the child's

needs are met.

1/

6
PARENTAL ROLES IN EDUCATION

Home Tudor

Serves as a model for appropriate

behavior and provides a healthy,

supportive environment.

Child Advocate

Assures' that child's

heeds arelnet.

A. Case Manager

Participates in the educational

process Wnaking informed

decisions, participating in

meetings, and coordinating all

information.

InforMatiolt Specialist

Asks qUestIons to gotiter and

share knowledge about the child,

,- the services, and educational

jrights and responsibilities. J.*
.-)

.r11110

, 1.......

II. The Special Education Process

.

4s

13
In Maryland, the special education process takes place under the supervision.

of an Admission, Review and Dismissal (ARD) Committee. Typically this committee is responsible for ensuring that:

EVALUATION

IEP DEVELOPMENT

PLACEMENT

THE INSTRUCTIONAL

PROGRAM

16REVIEW

AND

REEVALUATION

a child receives an appropriate evaluation to

determine his or her eligibility and need for special

education services;

an individualized education program (IEP) is developed

to meet the child's needs;

the child is placed in an appropriate special education

prograrri In the least restrictive environment;

the child's instructional program includes the special

education and related services described in the IEP;

and,

the child's progress in meeting the goals and objectives in the IEP is reviewed annually and that a full and

individual reevaluation of the child takes place at least

once every three years after the initial assessment.

You will always receive prior notice and be invited to attend any ARD meeting

that is held to discuss your child's educational program or handicapping

condition.

0 11 14

0
Evaluation

What Parents Should Know About Evaluation

An evaluation or assessment is a careful look at the educational needs of

your child. Since all learning takes place in steps, it is very Important for

parents to know which "step" must come next for their child. Evaluations

provide this Information and must take place before the IEP is written.

An evaluation will include several different types of information, provided by

different people.

Information provided by teachers:

educational achievement tests

informal testing and classroom

observations

Information provided by parents:

reports of what the child can and

cannot do at home

reports on the child's behavior in

the home

relevant family history

Information provided by specialists:

physical examinations

physical/occupational therapy

evaluations

vision and hearing evaluations

speech and language evaluations

psychological examinations

"Each has a special viewpoint of the child. No one knows It all."

12 15
One Test Or Procedure None Is Not Enough

According to the federal and state laws, evaluation must:

1) be preceded by parent's permission; O 2) be made by more than one persona team or group is required;

3) describe the child's educational needs rather than Just provide a test

score or label;

4) be fair t nd not discriminate racially or culture*

5) be in the child's native language or method of communication (for

example. sign language);

C) be redone at least once every three years.

Evaluation is not done Just once but must be done regularly as the child

grows ana changes. Parents or teachers may request an evaluation at any time

they feel that more current information is necessary.

"Beginning to understand the child's learning needs"

13 16
The indhrldualized Education Program

What Parents Should Know About the IEP

The IEP describes the services needed

program to be successful. The 1EP is-deve

professionals.

for your child's daily educational

loped by parents, educators and other

Parents, educators and other professionals together write a program for the

child, called the individualized education

program or IEP. The IEP explains:

what kind of school the child will

-attend;

what kind of classroom and teacher(s)

the child will have;

what the child can and cannot do now

what the child will be learning in the

coming months;

how the child's learning will be

evaluated;

what help the child will receive from

specialists such as nurses or speech

therapists.

The IEP is a match of the child's needs

with the child's daily program. We have

good match when:

we know what the child can and cannot

do (assessment);

we know what the child needs to learn

next (goals);

.we place the child In a classroom that

provides what he or *kJ needs in a way

that the child can learn;

we evaluate the child's progress and

adjust the IEP as necessary.

There is one EP for each child and It Is to

be reviewed and revised at least once a

year.

The purpose of the IEP is to look at what

the child needs, to decide how those

needs are to be met, and to evaluate how

well the needs have been met.

"Each thild has his own IEP"

14 17
----.-.._

Who Develops the IEP?

The IEP is developed not by one person

but by several persons at a meeting. The

parents have the right to understand what

takes place at the meeting and to

participate.

According to the law, the meeting must be

attended by:

the child's teacher(s);

a person designated by the ARD

Committee;

for the first IEP, someone directly

involved with the child's assessment (or

their representative);

the child's parent(s).

The parents or the school may request

others to attend, such as a school

psV6hologist or speech therapist. Parents

may Invite others to this meeting If they

wish. Others might include:

another parent who is experienced with

IEPs and will be helpful to the parent;

a legal advisor if parents are initiating a

hearing or want legal advice;

a specialist providing help to the child

at the home or school.

The IEP is reviewed and approved by the

ARD Committee.

"Parents are key members of meetings todevelop their child's IEP."

15 18
What Doss the IEP Contain?

The IEP includes:

a description of the child's present

abilities and needs (based on

assessment);

a list of annual goals that tell what the

child should be able to do at the enctof

the year. These goals must:

be reviewed by parents and be

understandable

match the child's needs and abilities

include specific steps called short

term objectives to reach the goals;

a description of the services the child

will receive; examples of these special

education services are:

special education classroom

instruction

speech therapy

vocational training . physical eduzation

counseling

me'

' a description of the child's placement

and the extent to which the child might

participate in the regular classroom

with non-handlcappeedpeirs

dates indicating:

when the child will enter the program

when the IEP will be reviewed to see

if it is working out for the child

when the IEP should be revised;

a description of how the child's

progress will be evaluated (how the

short term objectives will be evaluated).

(See Appendix C, A Sample IEP)

16
Placement

What Parents Should Know About Placement.

Placement means the level of service your child will receive, in accordance

with his IEP, and includes the school or center, the type of classroom and

teacher, and amount of time the child will spend with non-handicapped

student's.

Parents are invited to be a part of the

school's team that Is responsible for

making decisions about the educational

program and placement for their child.

Because each child is unique, the school

system must find the appropriate ways to

meet each child's needs. School systems

have different types of schools and

classes to fit the educational needs of

their handicapped students.

A variety of option3 should be explored

before a placement decision is made. the

ARD Committee will want to choose the

placement that can help the child reach

the goals on the IEP.

Parents should become familiar with the

alternatives for their child. Parents can

often visit other schools and classes to

learn of alternative approaches.

In Maryland, the continuum of alternative placements are identified by Levels

I through VI as well as home and hospital instruction. _ LEVEL I

education program with supple -

mentary services provided to the regular

teacher in the form-of Q0nsultation

andlor special materiali-andequipment

LEVEL II

regular classroom for the child with

direct and indirect special education

services up to an average of 1 hour per

school day

LEVEL III

regular classroom with direct and

indirect special education services up

to an average of 3 hours per day

LEVEL IV

direct and indirect special education

services up to 6 hours per day provided

in a special class within a general

education facility

--LEVELY

servicesf0-rtheanttre school day

provided in a special wingor-day_school

17

LEVEL VI

24-hour special education services and

personal care provided in a residential

setting

Home and Hospital. Instruction

short-terrrritirvrant instructional

services to students in convalescence

or emotional crisis

2u
The appropriate level of service for a handicapped child is the setting that

provides the student as much contact as possible with non-handicapped

children while meeting all of his learning needs and physics! requirements as

described in his !EP.

This is considered to be the least restrictive environment for that child.

N

N

s'kendicapped children learn with non-handicapped children."

18 21

I.
cr. 001

Why is least restrictive environment

It is important for handicapped children

to be educated In the least restrictive

environment because they are more like

non-handicapped children than they are

different from them.

It is important for the development of a

child's personality and positive selfimage to play and talk with non-handicapped children.

.

important?

It is important for people who do not

have handicaps to become aware of

and accept those with handicapping

conditions.

it is good for a child to be in a class

that is as much like a regular classroom

as possible so that he or she can learn

from and follow the examples set by

non-handicapped children.

It is not always in the child's best interest to go to school with children who are not

handicapped. The child's education is planned around his or her special needs.

Placement in a class where those needs can best be met is the most important

consideration. This may be in a special class.

One of the goals for a child who is best served in a separate school or special class

,may be to acquire the necessary behaviors that would enable him or her to move into

a less restrictive environment in the future.

To make a good placement decision parents will need to

ask these questions:

1. Will the placement meet all of my child's learning needs?

2. Will the placement give my child appropriate contact with

students who ate not handicapped?

3. Will the placement be as close as possible to home?

,

19

22
The Instructional Program

What Parents Should Know About the Instructional Program

. - The instructional program should Include amix of regular education, special

education and related services, as described in the IEP, to meet the child's

needs,

"Special education" means instruction provided at no cost to the parents

which is specially designed to meet the unique needs of a handicapped child,

including classroom instruction, instruction in physical education, home

instruction and instruction in hospitals and institutions. The term also includes

vocational education if it consists of specially_designed instruction to meet the

unique needs of a handicapped child at notost to the parents. "Related

services" are transportation and those developmental, corrective, and other

supportive services that are required to assist a handicapped child in

benefitting from eaucation. These s ices include speech pathology and

audiology, psychological services ysical and occupational therapy, recreation, early identification and as _ sment of disabilities, counseling services,

and medical services for diagnostic or evaluation purposes. The term also

'includes school health services, social work services in schools, and parent

counseling and training. (COMAR 13A ''5.01.02B.)

"I'm prepared because my child deserves the best."

20 23
To make the most of their child's instructional program, parents may wish to:

Visit the school/center from time to

time to talk with the-teacher and share

insights, questions, problems, and

progress.

Request that the teacher suggest activities for reinforcing at home what the

child is learning at school.

Join a local parent group to explore .

their resAirces.

Often parents find thatmeeting other

parents who have shared many of the

same experiences is most helpful.

Discussions on topics of interest,

visits to educational programs, talks

by professionals, and new friendships

are available in most parent groups

(see Appendix B for parent organization*.

IEP Review and Reevaluation

Parents who find no parent group

which fits their needs may wish to

consider starting one.

Prepare for each meeting and parentteacher conference by

bringing the child's home file to the

meeting;

listing questions for discussion and

deciding what information should be

obtained by the end of the

discussion;

talking with the child and reviewing

his or her feelings and thoughts

about school;

writing down information about the

child's new skills, interests, needs,

and changes.

Each child's progress in meeting the goals and objectives of the IEP is

reviewed by the ARD Committee 60 days after initial placement and then at

least annually. At these times, based on the child's progress, new annual

goals and short term instructional objectives are developed for the IEP.

Participants at these IEP review meetings include:

person(s) designated by the ARD Committee

- the child's parent(s)

- the child, when appropriate

- others as appropriate

The IEP is signed by the parents and approved by the ARD Committee.

. At least once every three years, each child receives a full and individual

evaluation as described earlier. Parents receive prior notice of the evaluation

and must sign their informed consent before the evaluation.

Parents or school personnel may request at any time that the ARD Committee arrange for assessments.

21 2,4

O
APPENDIX A

PARENTS' EDUCATIONAL

DICTIONARY

F

25
S.

EDUCATIONAL DICTIONARY

KeyWords What they mean for Special Ec*ation'in Maryland

annual goals Statements which describe the new 'kills td be learned

by the child:in the next year4.These must be related to

the child's assessment results and be discussed by the

lErteam members (including thearent).

ARD Committee Admission, Reviewtanct Dismissal Committee (required

by_Maryland, not federal jaw) maintained by 'the local

education agency(1.7..A). "Each local education agency

shall maintain an Admission, Review, and Dismissal

Committee or committees, which serves with the

authority of the 'mai superintendeht of schools, and is

composed of the following: . q

(a) A chairperson designated by the local superintendent; (b) individuals who are.famillar with the child's

current level of functioning (these individuals shall

include a special educcatorandtinterdisciplinary personnel from the loci education adency and the local

health department), and other publp agencies, as

appropriate; (c) Ethers as deemed appropriate, such as

individuals expected to tiecorne deliverers of direct.

service to the student."(COMAR 13t.05.01.08C)

assessment/evaluation Extensive procedure given to all children who have

been identified through screening-aapotehtially in need

of spedial education pfograms.it shall consist of (a) an

assessment of readieg, math, ensiling, written and oral

language. and perceptual rriotor.functioning, as'appropriate and(b) an assessment of cognitive; erriotional,

and physical factors, al appropriate.

4.

Child find/identification Federal -4 requires that all local school,systems

locate anti evaluate all children, from birth through age

21, who may be suspected of having a learning difficulty or physical or emotional problem which will affect

the child's school program.

cognition Sequence of child development described as knowing,

including awareness, remembering, and thinking.

communication SeqUetve of normal child development described as

talking, listening, and understanding.

deaf A frearing impairment which is's° severe that thechild

is impaired in processing linguistic information through

heating, with or without amplification, and which

adversely affects educational performance.

26

26
EDUCATIONAL DICTIONARY

t? Key Words

deaf-blind , Hearing and visual impairments, the combination of

which causes such severe communication and other

developmental and educational problems that the child

cannot be accommodated In special education programs solely for deaf or blind children.

FARE Free Appropriate Public Education - the federal phrase

which describes the education to which handicapped

children are entitled. Appropriate special education

programs are those services defined in each child's

individualized education program.

What they mean for Special Education in Maryland

fine motor Sequence of normal child development described as

small muscle use (for example, eating, using fingers).

gross' motor Sequence of normal child development described as

large mucleuse (for example, sitting, crawling,

walking).

44

handicapped children Children who have u h apPro-

-plate assessment as having temporary or long-term

special educational needs adding from cognitive, emotional, or physical factors, or any combination of these.

Their ability to meet general educational objectives is

impaired to a degree that the services available in the

general education program are inadequate in preparing

them to achieve their educational potential.

hard of hearing A hearing impaimient(vihether permanent or fluctuating, which adversely affects a child's educr .oral

performance but is not included under the definition of

"deaf" in this section.

individualized A written statement for a handicapped child describing

education annual goals, short-term instructional objectives, and

program (IEP) the special education and related services for the child.

It must be based on thesesults of the evaluation and

must be developed at a meeting of parents, teachers,

supervisors, and child, where appropriate.

least restrictive Placement or setting that provides the student with as

environment (LRE) much contact as possible with children who are not

handicapped, while meeting air--c'` the child's learning

needs and physical requirdments.

levels of service Continuum of alternative placements for handicapped

children in Maryland.

27

20
EDUCATIONAL DICTIONARY

Key Words What they mean for Special Education In Maryland

mentally retarded Significantly sub-average general intellectual functioning with deficits in adaptive behavior which adversely

affects a child's educational performance. These

deficits show up during early childhood.

multidisciplinary team A group of people who work together for a common

goal, each person representing a different area of

expertise. For example, a teacher, a speech therapist,

an opthalmologist, and a psychologist.

multi-handicapped Multiple impairments (such as mentally retarded-blind,

--rricntally-retarded-orthopedisally-impalred,-etOrthe--

observation

occupational therapist

orthopedically Impaired

other health impaired'

parental consent

combination of which causes such severe educational

problems that the children possessing them cannot be

accommodated in special education programs

designed solely for children with one of the impairments. The term does not include deaf-blind children.

A careful look at a child in school or home to note how

he Or she works and plays in different situations and at

different activities. The purpose of observation is to

learn more about the child than can be obtained from a

test.

A person trained to develop the skills a handicapped

child needs In daily living, such as feeding, dressing

and play.

A severe ort ic Impairment which adversely

affects a child s educational performance. The term

includes impairments caused by birth, disease, or

other causes.

Various Impairments Which adversely affect a child's

educational performance. The term includes autism and

limited strength, vitality or alertness due to chronic or

acute health problems (such as a heart condition,

tuberculosis, rheumatic fever, nephritis, asthma, sickle

cell anemia, hemophilia, epilepsy, leactpolsoning,

leukemia, or diabetes).

Permission given voluntarily after provision of information and explanation about the activity for which the

school seeks parental permission. Parental consent

may be revoked (taken back by thb parent) at any time..

28

27
EDUCATIONAL DICTIONARY

Key Words What they mean for Special Education in Maryland

physical therapist

placement

related services

screening

self-help

A person trained and licensed to develOp strength,

endurance, and normal movement patterns so a child

may become as independent as possible.

The setting where a child will be educated. This

includes the school or center, the classroom and

teacher, and amount of time the child will spend with

non-handicapped students.

Transportation and those deVelopmental, corrective,

and other supportive services that are required to assist

a handicapped child in benefiting from education. The

--Femi "related seriicesuirteludes-speeelveathologrimd

seriously emotionally

disturbed

audiology, psychological services, physical and occupational therapy, recreation, early identification and

assessment of disabilities, counseling services, and

medical services for diagnostic or evaluation purposes.

The term also includes school health services, social

work services In schools, and parent counseling and

training.

Initial procedures for identifying children who may have

problems which impede learning. Screening is provided

to all kindergarten children and to those children who

later may be showing evidence of educational difficulties. Screenings shall Include, but are not limited to,

developmental information, previous assessments,

visual, auditory and motor functioning, and expressive

and receptive language ability. Screenings are done in

the child's primary language.

Sequence of normal child development described as

care of self (for example, feeding, tolleting, dressing).

A condition exhibiting one or more of the following

ch racteristics ovor a long period of time and to a

maItsed degree, which adversely affects educational

perf rmance: (1) an inability to learn which cannot be

explained by intellectual, sensory, or health factors; (2)

an inability tc, build or maintain satisfactory interpersonal relationships with peers and teachers; (3) inappro28
EDUCATIONAL DICTIONARY

Key Words What they mean for Special Education in Maryland

priate types of behavior or feelings under normal circumstances; (4) a general pervasive mood of unhappiness or depression; and (5) a tendency to develop physical symptoms or fears associated with personal or

school problems.

The term includes children who are schizophrenic. The

term does not include children who are socially

maladjusted, unless it is determined that they are

seriously emotionally disturbed.

short-term objectives As used in PL 94-142, IEP objectives that are measurable, Intermediate steps between a handicapped child's

present level of eduCational performance and the

annual goals established for the child.

soclaih3motional 4 The development of relationships, self awareness and

development response to other people.

special education

lei education

cher

a ific'leaming

dlitability;

Instruction provided at no cost to the parents that is

specially designed to meet the unique needs of a handicapped child,including classroom instruction, instruction in physical education, home instruction, and

instruction in hospitals and Institutions. The term also

Includes vocational education consisting of specially

designed Instruction to meet the unique needs of a

handicapped child and provided at no cost to the

parents. Related services are transportation and those

dexelopmentEil, corrective, and other supportive

services that are required to assist a handicapped child

in benefitting from education: The term "related services" includes speech pathology and audiology,-psychological services, physical and occupational therapy,

recreation, early identification and-assessment of dieabilities, counseling services, and medical diagnosis

and evaluation. The term also includes school health

services, social work services in schools, and parent

counseling and training.

A person trained and certified to provide specially

designed instruction to meet the individual needs of a

handicapped child.

A disorder in one or more of the basic psychological

processes Involved in understanding or in using language, spoken or written, which may manifest itself in

an Imperfect ability to listen, think, speak, read, write,

spell, or to do mathematical calculations. The term
EDUCATIONAL DICTIONARY

Key Words What they mean for Special Education in Maryland

. speech impaired

Includes such conditions as perceptual handicaps,

brain injury, minimal brain dysfunction, dyslexia, and

developmental aphasia. The term does not apply to

children who have learning problems which are primarily the result of visual, hearing, or motor handicaps,

of mental retardation, of emotional disturbance, or of

environmental, cultural, or economic disadvantage.

A communication disorder, such as stuttering, impaired

articulation, a language impairment, or a voice impairment, which adversely affects a child's educational

performance.

visually handicapped A visual impairment which, even with correction,

adversely affects a child's educational performance.

The term includes both partially seeing and blind

children.

30

31

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1

APPENDIX B

PARENTS' GUIDE TO RESOURCES

r

Et

32 -
STATE EDUCATION AGENCY RESOURCES

1. Maryland State Department of Education

Division of Special Education

200 West Baltimore Street

Baltimore, Maryland 21201

Mrs. Martha Irvin, Assistant State Superintendent

For information call:

Marjorie Shuibank, information Specialist

6594478 (if within Baltimore - Metropolitan Area)

3836523 (call collect if outside Baltimore - Metropolitan Area;

also has amplification device for hearing Impaired)

. 850-2888 (TTY calls only)

2. Maryland State Department of Education

200 West Baltimore Street

Baltimore, Maryland 21201

Mr. Richard Satterton, Assistant State Superintendent

For information on the.Divlsion of Vocational Rehabilitation office

in your local subdivision call:

,659-2244

33

. Iv
.

MARYLAND ORGANIZATIONS FOR THE HANDICAPPED

Hearing Problems

1. Maryland School for the Deaf

101 Clarke Place

Frederick, Maryland 21701

862-4159 (Voice and TTY)

Maryland School for the Deaf - Gambia Campus

Route 175'& Old Montgomery Road

Box 894

Columbia, Maryland 21044

465-9611 (Voice and 'TTY)

2. Maryland Association for the Deaf

IntemationalAsscciationlor Parents of the Deaf

814 Thayer Avenue

Silver Spring, Maryland 20910

585-5400

3. Hearing & Speech Agency

2220 St. Paul Street

Baltimore, Maryland 21218

2433800 (Voice)

243-2672 (TTY)

4. Alexander Graham Bell' Association for the Deaf

3417 Volta Place, N.W.

Washington, DC 20007

(202) 3376220

5. Gallaudet College,

7th Street and Florida Avenue, N.W.

Washington, DC 20002

(202) 447-0505

34

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Blind and Visually Impaired

1. Maryland School for the Blind

3501 Taylor Avenue

Baltimore, Maryland 21236

4444000

2. Maryland State Library for the Blind and Visually Handicapped

1715 North Charles Street

Baltimore, Maryland 21201

659-2668

3. Blind Industries and Services in Maryland

2901 Strickland Street

Baltimore, Maryland 21223

233-4567

Mentally Retarded

1. Maryland Association for Retarded Citizens

- 5602 Baltimore National Pike

Suite 200

Baltimore, Maryland 21228

7440255

(:each county has a local chapter)

/.. Maryland State Mental Retardation Developmental Disabilities

Administration

201 West Preston Street

Baltimore, Maryland 21201

383-3354

Learning Disabilities

1. Maryland Association for Children with Learning Disabilities

320 Maryland National Bank Building

Baltimore, Maryland 21202

(many affiliate chapters - wr)te,for further information)

2. Association for Learning disabled Adults

P.O. Box 9722

Friendship Station

Washington, DC 20016

Other Organizations Serving thik Handicapped

1. Maryland State Society for Autistic Children

12908 Ruxton Road

Silver Spring, Maryland 20904

384-9347

2. Baltimore County Coalition for Handicapped Children

County Court Building

400 Washington Avenue

Towson, Maryland 21204

494.3318

se
3. Baltimore County Parents and Friends of the Retarded

758 Fairmount Avenue

Suite 2

Towson, Maryland 21204

4. Cystic Fibrosis Foundation

8641 Loch Raven Boulevard, 2-D

Baltimore, Maryland 21204

5. Spina Bifida Association

30 Theo Lane

Towson, Maryland 21204

Attn: Ms. Linda Dillon

6. Maryland Society for Crippled Children and Adults

3700 Fourth Street

Baltimore, Maryland 21205

7. Parents for Preschool Education for the Handicapped

do Ms. Susan Fisher

6507 Marlboro Pike

District Heights, Maryland 20028

8. Prince George's CountyCoalition for Support of Handicapped Children

4009 College Heights Drive

University Parkway, Maryland 20782

9. Parent Action Councli/Children with Special Learning Disabilities

3405 Chatham Road

Adeiphi, Maryland 20783

Attn: Betty Bowers ° 10. Maryland Association for Placement of Handicapped Children

208 South Hammonds Ferry Road

Unthicum, Maryland 21090

Organizations Dealing with Physically Handicapped Individuals

1. National Association of the Physically Handicapped

76 Elm Street

London, Ohio 4314Q

(614) 852-1664

Provides services and information for the physically handicapped.

2. Muscular Dystrophy As ation

810 Seventh Avenue

New York, New York 10019

(212) 586-0808

3. United Cerebral Palsy Association N

66East 34th Street

New York, New York 10016

(212) 481-6300

311
Organizations Dealing with Speech and Hearing Problems

1. National Association of Hearing and Speech Agencies

814 Thayer Avenue

Silver Spring, Maryland 20910

Publishes information and Journals on speech and hearing handicaps.

2. Alexander Graham Bell Association for the Deaf

3417 Volta Place, N.W.

Washington, DC 20007

Provides information and referrals for deaf persons.

3. -Junior National Association of the Deaf

Gallaudet College

7th and Florida Avenue, N.E.

Washington, DC 20002

For youths ages 14-21. Provides information, services, etc.

4. -American Speech-Hearing Association

10801 Rockville Pike

Rockville, Maryland 20852

NATIONAL ORGANIZATIONS FOR THE HANDICAPPED

Orgranizations Serving All Handicapping Conditions (Geniral)

1. American Coalition of Citizens with Disabilities

1200 15th Street, N.W.

Washington, DC 20005

(202) 786-4265

2. Closer Look

National Information Conte, for the Handicapped

P.O. Box 1492

Washington, DC 20013

. Council for Exceptional Children

1920 Association Drive

Reston, Virginia 22091

Provides information on handicaps.

4. American Physical Therapy Association

1156 15th Street, N.W., Suite 500

Washington, DC 20005

(202) 466-2070

Primarily serves persons with neuromuscular, orthopedic, visual

and similar disabilities. Involved in the provision of physical

therapy services within schools.

5. Americ.aiiMcupational Therapy Assoblation

1383 Piqcard.Drive

Rockville, Maryland 20850

(301) 948.9628

37

37

a
B' Nal B'Rithereer and Counseling Services

1640 Rhode Island Avenue, N.W.

Washington, DC 20036

Publishes and sells materials on career guidance and counseling.

7. Mainstream, Inc.

1200.15th Street, N.W.

Washington, DC 20005

Assists in the mainstreaming of disabled persons in education,

employment and other areas.

8. President's Committee on Employment of the Handicapped

Washington, DC 20201

Provides informatIon_on employment of lumdicappeApersons.

Organizations Dealing with the Visually Impaired

1. American Foundation for the Blind, Inc.

15 West 18th Street

New York, New York 10011

(212) 924-0420

Provided a wide variety of services for the blind.

2. American Printing House for the Blind

1839 Frankfort Avenue

305 East 24th Street, 17-C

New York, New York 10010

(212) 889-3141

3. American Council for the Blind

1211 Connecticut Avenue, N.W. #506

Washington, DC 20036

(202) 8331251

Provides information and referrals for the blind.

4. National Association for Pares ts of the Deaf/Blind I 525 Opus Avenue

Capital Heights, Maryland,20027

5. National Federation of the Blind

524 4th Street

Des Moines, Iowa 50309

Main goal is to integrate blind persons into society.

6. National Association for Visually Handicapped

305 East 246-Street, 17-C , New York, New York 10010

(212) 889-3141

Provides information and services for partially sighted children

311 3&
a

7. National Society for the Prevention of Blindness, Inc.

79 Madison Avenue

New York, New York 10016

(212) 684-3505

Provides information on blindness plus vocational opportunities.

8. Recording for the Blind

215 East 58th Street

New York, New York 10022

Loans recorded books to visually Impaired children and adults.

Also, loans to teaming disability p aeons.

9. Hellen Keller National Center for Deaf/Blind YoUths and Adults

° 111 Middle Neck Road

Provides InforMation and direct services to persons with substantial

hearing and vision loss.

10. National BralHe Association

85 Godwin Avenue

Midland, New Jersey 07432

(201) 447-1484

Provides direct services to braille readers.

11. Volunteer Services four the Blind

919 Walnut Street

Philadelphia, Pennsylvania 19107

(215) 627-0600

Furnishes blind, deaf-blind and the partially sighted with

braille, large type and sound-recorded materials.

Organization Dealing with Autism

National Society for Autistic Children

1234 Massachusetts Avenue, N.W.

Suite 1017

Washington, DC 20005

(202) 783-0125

Organizations Dealing with Mentally Handicapped

1. National Association for Retarded Citizen;

2501 Avenue J

Arlington, Texas 76011

(817) 640-0204

2. American Association on Mental Deficiency

5201 Connecticut Avenue, N.W.

Washington, DC 20015

(202) 685-5400

33
r

a John F. Kennedy. Foundation .- 1701 K Street, N.W.

Suite 205

Washington, DC 20006

(202) 331.1734

4. Down's Syndrome Congress

1640 West Roosevelt Road

Cit Room 156 E.

Chicago, Illinois 60608

(312) 2260416

Other Organizations (haling with Handicapped indhriduals

1. National Kidney Foundation

116 East 27th Street

New York, New York 10016

2. ° National Multiple Sclerosis Society

205 East 42nd Street

New York, New York 10017

(212) 986-3240

3. Epilepsy Foundation of America1828 "L" Street, N.W.

Washington, D.C. 20036

4. United Epilepsy Association

111 West 57th Street

New York, New York 10019

5. National Epilepsy League

203 North Wabash Avenue

Chicago, Illinois 60601

6. American Association of Epilepsy

1729 F Street, N.W.

Washington, DC 20006

7. Leukemia Society, Inc.

211 East 43rd Street

New York, New York 10017

8. American Diabetic Assoclation

811 'met, Margaret's Road

Chillicothe, Ohio 45601

9. National He rnophelia Foundation

19 West 34th Street

New York, New York 10001

10. Spina Bifida Association

343 S. Dearborn Street

Room 317

Chicago, Illinois 60604

(312) 663-1562

40

4u
e11. National Tay-Sachs and Allied Diseases Association

122 East 4/nd Street

New York, New York 10168z

= 12. The Mucopolysaccharidoses Society

552 Central Avenue

Bethpage, New York 11714

(516) 433-4410

Organizations Dealing wilt Learning DisabliRles

1. 'Association for Children with Learning

5215 Grace Street

oittsburgh, Penrisylvada 15236

(412) 881-4,191

2. Orton Society

8415 Belton& Lane

Towson, Maryland 21204

4301) 296-0232

Devoted to the study, treatment and prevention -of the probli'ins

of dyslexia.

Organizations Dealing with Trawl, and Recreation

1. American Alliance for Health, Physi- Education, and Recreation

Physical FJucation and Recreation f Handicapped

Information and Research Utilization Center

1201 16th Street, N.W.

WaehingtonvDC-20036

(202) 833-5641

2. American Camping Association

Bradford WoOds

Martinsville, Indiana 46151

(317) 342-8456

3. Boy Scouts of America

Scouting for the Handicapped Division

U.S. Routes 1 & 130

N. Brunswick, New Jersey 08902

(20;) 249-6000

4. National Wheelchair Athletic Association

40-42 62nd Street

Woodside, New-York 11377

(212) 424-2929

5. Special Olympics

1701 K Street, N.W.

Suite 203

Washir-ton, DC 20006

(202) 331.1346

41

41
6. Travel Information Center

Moss Rehabilitation Hospital

12th Street and Tabor Road

Philadelphia, Pennsylvania 19141

Note: The Maryland State Department of Education, Division of Special

Education maintains information on -a variety of handicapping conditions

and syndromes. If you do not find the Information you are seeking on

these pages, please call the Information Sbecialist listed on the first

page of this Appendix.

ADVOCACY GROUPS

PROVIDING FREE OR LOW COST LEGAL SERVICES

MAUDD

(Maryland Advocacy It for the Developmentally Disabled)

2510 St. Paul Street

Baltimore, Maryland 21218

3833400 (voice and TTY)

Children's Defense Fund

1520 New Hampshire Avenue, N.W.

Washington, DC 20036

(202) 483.1470

General Practice Clinic

University of Maryland Law School

500 West Baltimore Street

Baltimore, Maryland 21201

-528-3295

American Civil Liberties Union

744 Dulaney Valley Court

Baltimore, Maryland 21204

337-9233

National Center for Lav and the Deaf

Gallaudet College

7th and Florida Avenue, N.E.

Washington, DC 20002

651.5457

Legal Aid Bury au

714 East Pratt Street

Baltimore, Maryland 21202

539-5340

42 42

c.)
/

APPENDIX C

A SAMPLE IEP

o

o

0 43

.R.-..,"
A SAMPLE IEP

Each public school system In Maryland uses a different format for its

individualized education programs (IEPs). The minimum requirements for an IEP

are contained in federal and state regulations.

The following IEP is a sample.

INDIVIDUALIZED EDUCATION PROGRAM

Student's Nuns School

Last First Middle

Birth Date Soundex Number Federal Census Code Grade

Assessment Results: Current levels of Educational Performance based on _ Assessment Data, and or_ Annual IEP Rev. Data

Annual Goals:

Special Education, lelated Services, and Regular Education Participation Projected Starting Projected Ending

Needed to Achieve Annual Goals To Be Provided Date Date

Type of Service Level Hrs/v* Type of Service Level Hrelwk Goal

HrsIwk - Regular Education Hrslwk - 'leveler Education

Date of ARD Meeting to Develop IEP Review Date (Projected) /Actual

ARD Committee

Title/Position Signature

My signature indicates that my rights to request a local hearing

concerning the special education placement and services described

on this IEP, my rights to inspect any records pertaining to my child,

and my rights to request an independent assessment have been

explained to me, and, furthermore, that I approve the special education

placement and services described on this IEP.

Parent Date

Parent Date
%

Individualized Education Program

Student's Name

Last First Middle

Page

Short-term Objectives

(Use separate sheet

for each goal)

Date of

Initiation

Objective Criteria

and Evaluation

Procedures

Date

Completed

Person

Responsible Comments

. t.

,

46

4 5

11111f..
/

7211.4.74-.3.7wIa-C+a-C.

Tbls guide was partially funded by the U.S. Education Department, Office of Special Education, under Part C

of the Education of Handicapped Act, PL91.230 Title VI, as amended. Technical assistance was provided by

the Mid-Atlantic Regional Resource Center through the Office of Special Education contract OEC300-80-0718.

The opinions expressed herein do not necessary reflect the position or policy of the U.S. Education Department, andno official endorsement by the U.S. Education Department should be Inferred. -'

With Assista.ice from the

Mid-Atlantic Regional Resource Center

\
U.S Department of Education